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OERVICE BY THE EDUCATED NEGRO 

n ADDRESS OF ROSCOE CONKLING BRUCE 
OF TUSKEGEE INSTITUTE AT THE COM- 
MENCEMENT EXERQSES OF THE M STREET 
HIGH SCHOOL METROPOLITAN A. M. E. 
CHURCH WASHINGTON, D. C, JUNE J6, J903 






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Copyright 1903 
C. W. B. Bruce 



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SERVICE BY THE EDUCATED NEGRO. 

When George William Curtis had received from Har- 
vard her greatest degree, he arose at the Alumni Dinner 
and said, "In the old Italian story the nobleman turns out 
of the hot street crowded with eager faces into the cool- 
ness and silence of his palace. As he looks at the pictures 
of the long line of ancestors he hears a voice,— or is it his 
own heart beating?— which says to him noblesse oblige. 
The youngest scion of the oldest house is pledged by all 
the virtues and honor of his ancestry to a life not unworthy 
his Hneage. . . When I came here I was not a nobleman, 
but to-day I have been ennobled. The youngest doctor of 
the oldest school, I too, say with the Italian, noblesse 
oblige. I am pledged by all the honorable traditions of 
the noble family into which I am this day adopted". . . You, 
my friends, are ennobled by the diploma of a school rich 
in traditions of high endeavor and actual service. Shall 
those traditions fail to enter your hearts, and to quicken 
your energies, and to chasten your ambitions.? This ques- 
tion you are not now competent to answer, and you will not 
be competent until you have Hved your lives. 

Your equipment for the business of life is not contempti- 
ble. As workers you have some acquaintance with the nat- 
ural resources of our country, and the ways in which they 
have been utilized in the production and distribution of 
commodities through the perfecting of industrial organiza- 
tion and the applying of science to work. More, import- 
antly you possess in varying degrees a group of valuable 



4 SERVICE BY THE EDUCATED NEGRO. 

industrial qualities, — that ambition without which work is 
drudgery and enlargement of life unsought and unattain- 
able; that habit of earnest endeavor which, established by 
continuous attention to Greek or Latin, mathematics or his- 
tory, may be utilized in the school room, or on the farm, or 
in the court room; that habit of self-control which enables 
men to sacrifice vagrant impulse to sober duty; that resource- 
fulness which discovers better methods of getting work 
done; that directing intelligence by which one man can 
effectively organize for a given purpose, many materials and 
many workers. In addition to the knowledgeand the qualities 
I have mentioned, most of you have a settled disposition 
toward some form of self-support appropriate to an excep- 
tional training; while you know that some men must black 
other men's boots, you also know that a boot-black with a 
high school diploma at home means waste — waste of time, 
waste of money, waste of education. Moreover, you ap- 
preciate the duties and value the privileges of citizenship in 
a democracy, and most of you have on the whole a serious 
intent to do what you reasonably can to promote the gen- 
eral welfare. Such is your equipment as citizens. Finally, 
as human beings, you are able to participate in the intellec- 
tual, aesthetic, and moral interests of cultivated people. 
How may you with such equipment be really useful under 
the conditions of American life.-* That is our problem. 

And right here let me say that nobody wishes you to 
make a profession of uplifting your race. In the first 
place, that's a pretty big job; and in the second 
place, your race is uplifted whenever one of you manages 
well a truck farm, a grocery store, a school room, or a 
bi^nk, Charity begin? at home; youi: chief business should 



SERVICE BY THE EDUCATED NEGRO. 5 

be to uplift each himself. My present'purpose, however, 
is to consider mainly how such individual success may con- 
tribute to the welfare of the many. 

Let us consider, first of all, how you may be of direct 
service by work in which the chief factor is personal influ- 
ence and by work in which the chief factor is directing in- 
telligence. 

Teaching is an art inseparable from the personality of 
the teacher, — an art in which a mature person seeks by per- 
sonal influence to help immature persons build their 
characters soundly. Teaching ability, to adapt the words 
of Cardinal Newman, "is not a mere extrinsic or accidental 
advantage which is ours to-day and another's to-morrow, 
which may be got up from a book and easily forgotten 
again, which we can command or communicate at our pleas- 
ure, which we can borrow for the occasion, carry about in 
our hands and take into the market; it is an acquired illu- 
mination, it is a habit, a personal possession and an inward 
endowment". The best way to become a good teacher is, 
therefore, to become a good man or a good woman, and to 
grow in power to interest and influence young people. Such 
personality and power cannot be manufactured to order, 
but are slowly developed by much reading and thinking and 
doing and no little contact with wholesome people. In 
Charles Francis Adams' pungent address, at Cambridge in 
1883, he said, "In these days of repeating rifles, my alma 
mater sent me and my classmates out into the strife 
equipped with shields and swords and javelins. We were 
to grapple with living questions through the medium 
ot the dead languages." While thus sharply criticizing the 
content of the curriculum, Mr. Adams would have been the 



6 SERVICE BY THE EDUCATED NEGRO. 

first to maintain that to breathe the atmosphere of a univer- 
t}^ is an assured way of getting broadened culture, and that 
this atmosphere is made largely by the teachers. Frederick 
Douglass had no university degree, but he was certainly a 
man of culture; his teachers were among the choicest 
spirits of an aroused generation — Sumner and Garrison and 
Wendell Phillips — and they gave him breadth and balance 
and clear-sightedness. Charles Francis Adams was set upon 
the highway of modern culture despite the curriculum; 
Douglass received that grace which is of the spirit of 
literature without the curriculum. Both men were deeply in- 
debted to noble teachers. The thing that makes one man 
really different from another is not so much knowledge as 
character; and the thing that makes one school different 
from another is not so much curriculum and apparatus, as 
teaching body. Algebra and trigonometry, Greek and 
Latin, history and political econom}^ the student will for- 
get; but he will not forget a teacher gentle but earnest, of 
disinterested scholarship and life-long devotion. The specific 
teaching may be quite erased from the memory, but in the: 
heart will be left a deepening respect for the teacher. 

Many of you are to become class-room teachers. Re- 
member that teaching ability is an inward endowment; re- 
member that a morally stunted man or a ribbon-loving 
woman cannot be an effective teacher. The most searching 
critic of character I ever knew was a barefoot boy whose 
laughing eyes danced over the pages of the fourth reader; 
an intuitive philosopher he! School boy opinion has, I doubt 
not, many vagaries but on the whole its essential decisions 
as to teachers are amazingly cprrect. Whether you teach 
gSOgY^phy by the Oswego Method, is not greatly to the 



SERVICE BY THE EDUCATED NEGRO. 7 

point; whether you have won the confidence of your class- 
that is the main issue; and that conquest is not made by the 
sword of discipline but by the spirit of vi^wous goodness. 
Moreover the genuine teacher knows that his duty is 
not bounded by the four walls of the class-room. He is 
dealing with boys and girls to be sure, but he is deaHng with 
more— with social conditions. The life and work of the 
community he must study quite as much as he must study 
the child. Indeed, child and man are largely products of 
social conditions. The educated teacher, by friendly visits 
to homes and by cheerful work in churches and societies, 
will seek to elevate community opinion and the standard of 
life and work. A crowded unclean home in an undrained 
street, is almost as much an object of concern to the edu- 
cated teacher as is a hopeless little dunce who can't spell 
' 'rabbit!" Let us ground child-study in community study. 
This knowledge of the life and work of the community 
will react upon the program of study. The educated 
eacher, I have said, aims at raising somewhat the level of 
life in the community. The program of study is an instru- 
ment for that end. A school unresponsive to the needs of 
actual life is a school preparing for Utopia. The universi- 
ties and the public schools of the Western States illustrate 
what I mean: for example, the University of Cahfornia has 
recently introduced a course in irrigation. And here in the 
East, Cornell teaches poultry raising. For an unscrubbed 
population the school should emphasize cleanliness; for a 
a propertyless population, foresight and thrift. Let me 
speak even more definitely. In this city of Washington, as 
in other urban communities, the death rate of the Negro 
population is exceedingly high. This excessive death rate 



8 SERVICE BY THE EDUCATED FEGRO. 

is due to a variety of causes; relatively low economic posi- 
tion is a powerful cause. Thus, one of the largest indus- 
trial insurance companies in the United States finds, I learn, 
that the death rate of Negroes is practically the same as 
that of whites, in approximately the same industrial 
occupations; and there is much more evidence to the same 
effect. In addition to the teaching of hygiene, the school 
may aim to remedy the conditions expressed in the high 
death rate, in two ways, — first, through imparting produc- 
tive capacity by the training of hands; and second, through 
developing v/ants by the touching of hearts and arousing of 
minds. 

Already you have a manual training high school and 
through the grades certain work in carpentry and sewing 
and cooking. The increasing efficiency of all such work 
should be welcomed and actively aided by ever}' educated 
teacher. After a while, let us hope, the schools here will 
offer from one end to the other, such teaching of the indus- 
trial arts as will prepare students worthily to maintain 
themselves under severe economic stress. Do you realize 
that, despite the enlargement of educational opportunities 
in Washington and the growth of the Negro population, 
there are probably here to-day fewer Negro artisans than 
there were in 1870? Here is a profound need, and for the 
schools a rare opportunity. Moreover, the school life of 
most children is short, not over five or six years. If the 
school possessed adequate facilities for giving industrial ca- 
pacity, more parents would be willing and able to let their 
children remain in school seven and eight and nine years. 
The schools and the cultivated portion of this community 
cannot afford to give those who ask for bread a stone. We 



SERVICE BY THE EDUCATED NEGRO. 9 

must send the whole boy to school and not merely his headl 
Not for a moment do I decry that important function 
of the schools, which I have called the development of 
wants. Human wants are social forces. Corn and cotton 
are grown to supply certain bodily wants; the hne arts are 
cultivated in response to certain aesthetic wants; philosophy 
and pure science are elaborated at the quiet insistence of 
certain intellectual wants; religion is preached to assuage 
certain spiritual wants. Every voluntary act is the hand- 
maid of some want. Now, it is the fundamental business 
of the schools to enlarge the range of the students' inter- 
ests and wants, to stir up a divine discontent. The saddest 
thing about the Negro peasant in his windowless cabin in 
Georgia, the saddest thing about the Negroes in the filthy 
shanties of Mobile, New York, and Washington, is not so 
much poverty, as slovenly unconcern. What all such peo- 
ple need— be they white or black, red or yellow— is the de- 
velopment of wants— wants for better things. A man of 
moderately developed wants will exert himself to get a 
steady job under healthful conditions, to get a comfortable 
house to live in— three or four sunny, pleasantly furnished 
rooms and, if possible a garden for vegetables and liowers— 
yes, he will exert himself to win a wife to make that house 
a home. Such wants (and they are, you will note, not im- 
possibly spiritual) every school ought to tend to develop. 

In short, the development of the wants of sober men 
and the giving of the skill to buy the means of satisfying 
those wants— these two things are vital to the work of the 
school. Let me be clearly understood; the school should 
of course develop the more spiritual wants, wants for the 
things that give literature and art and religion their values. 



lo SERVICE BY THE EDUCATED NEGRO. 

These spiritual things are the headwaters of the fullest and 
deepest and highest enjoyments of life. But these matters 
have long been emphasized in the traditions of school-men; 
moreover, when the liesh is weak, the spirit is not verj' 
strong. My wish just nov*- is to emphasize the things that 
lie at the basis of race maintenance and progress. 

The considerations brought forward exhibit the oppor- 
tunities of the teacher and the high signihcance of the 
teacher's work. 

Teaching and preaching are vevy much alike. Phillips 
Brooks said very truly that preaching is the bring-ing of truth 
through personality. Some of you will prepare yourselves 
to preach; all of you will have to do w^ith preachers. There 
is no lack of preachers but there is much lack of good 
preachers. The preacher has the entree to the firesides of 
the people. The educated preacher, like the educated 
teacher, realizes the profound effect that the housing of the 
working classes exerts upon the morals and the efficiency 
and the happiness of the working classes, the profound ef- 
fect that surroundings exert upon life and character. The 
preacher will use some of the intiuence that issues from his 
superrational functions to make the homes of the people 
hygienicall}' as well as morally clean, to make those homes 
more attractive than the resorts of vice. 

Religion and the Church have, from a certain point of 
view, two main functions, — first to make peace between 
human society and assumed spiritual beings; and, second, to 
antagonize anti-social acts and tendencies. Hie first func- 
tion, religion performs for a horde of man-eating savages as 
well as for the congregation of St. Paul's; the second function 
religion performs, characteristically in a civilized society, 



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SERVICE BY THE EDUCATED NEGRO. n 
by allying itself with morality. The surprisingly low death 
rate of Jews wherever found is unquestionably due in 
large part to this alliance of religion and morality. In our 
English Bible we find: — 

'And God spake all these words, saying, 

'Honour thy father and thy mother. . . . 

'Thou shalt not kill. 

' rhou shalt not commit adultery. 

'Thou shalt not steal. 

'Thou shalt not bear false witness against thy neigh- 
Though shalt not covet thy neighbour's house, thou 
shalt not covet thy neighbour's wife, .. . nor anythingthat 

is thy neighbour's. 

"And all the people saw the thundenngs, and the light- 
nings, and the noise of the trumpet, and the mountain 

smoking" ... , i- i 

Now, the practical usefulness of the preacher hes large- 
ly in the fact that he supplies the sanctions for right doing,— 
the thunderings and the Hghtnings and the noise of the 
trumpet, the mountain smoking, and in all but above all 
Jehovah. To show the man in the street or in the cotton 
field that for him lying and stealing are bad because, if ev- 
erybody were a liar and a thief, society would fall to pieces,— 
that would be very well, but it would hardly make the man 
honest in word and deed. If, however, you marshal feel- 
ings of awe and reverence in defence of honesty, if you get 
God on your side, your success is more assured and you 
may develop a "sensibility to principle which feels a stam 
like a wound." The preacher fortifies the common morali- 
ties with these religious sanctions and that is no easy busi- 



12 SERVICE BY THE EDUCATED NEGRO. 

ness. The preacher must himself be righteous, resource- 
ful, S3^mpathetic, with the g^ift of nearness to men. Such 
qualities education is peculiarly fit to bestow or to develop, 
and hence an educated ministry is sorely needed by our 
people from Boston to New Orleans. 

An educated ministry would realize that social settle" 
ments, gymnasiums, kindergartens, day nurseries, friendly 
visiting, homes for defectives and orphans and the aged 
may fitly and usefully be organized and maintained by the 
church. By such means the church may tend to establish 
a kingdom of heaven on earth. 

Among cultivated Negroes there is apparent an unfor- 
tunate tendency to look at preachers askance. This is due 
largely to reaction against bad preachers, and to failure to 
understand and appreciate the temporal opportunities of 
the Church. I argue for the usefulness of good preachers 
and of the "institutional" church. Though no member of 
this graduating class should become a preacher or a preach- 
er's wife, every member may wisely ally himself with the 
church and use his personal influence to enlarge and 
strengthen church work, to make it definite and human and 
nobly practical. 

So much for the work in which personal influence is the 
determining factor. Medicine and business are types of 
the work in which what I have rudely called directing in- 
telligence determines. 

In the profession of medicine, I admit, personal influ- 
ence and directing intelligence subtly interlace. The Ne- 
gro doctor's social position makes him specially accessible 
to Negroes in cases of need. As a friend of the family or 
of the family'^ friends, the doctor i§ pot dreaded as a feel- 



SERVICE BY THE EDUCATED NEGRO. 13 

ingless stranger with a terrible knife. Moreover, the Ne- 
gro doctor does not feel himself a man of alien blood come 
to tend an inferior. Social position and understanding sym- 
pathy, then, render the Negro doctor readily accessible and 
very useful. Moreover, the Negro's physical condition of- 
fers the doctor large opportunities for noble service. In a 
book upon "Ethnic Factors in the Population of Boston," 
Doctor Bushee says, "In Boston the mortality of the Ne- 
gro is much larger than that of any other ethnic factor"; 
again, "A high death rate, instead of a low birth rate is 
causing the Negroes to disappear"; and the statistics are not 
much more encouraging in many other urban communities 
North and South. That relatively low economic 
position is a powerful factor in producing this alarmmg 
death rate, I have already suggested; another capital 
factor is pitiable ignorance of the rudiments of personal hy- 
giene and of sanitation. Negro doctors may without much 
trouble diffuse throughout a community these rudiments of 
knowledge and in so doing will prove themselves public 
servants. North and South the conspicuous financial suc- 
cess and substantial social service of hundreds of Negro 
doctors eloquently establish the correctness of this view; 
and of practising physcians, the Negro people to-day have 
unmistakably too few. 

What of the Negro business man.? In Washington pub- 
lic employment and the professions have captured most of 
the energetic and alert Negroes, to the injury of business 
development. Springfield, Massachusetts; Richmond, Vir- 
ginia; Dayton, Ohio, — not one of these important cities has 
a total population as large as the Negro population of the 
District of Columbia, As buyers of goods, eighty-seven 



14 SERVICE BY THE EDUCATED NEGRO. 

thousand people are important; but as sellers of goods, the 
eighty-seven thousand Negroes in Washington are by 
no means important. For example, of the total profits on 
the dry goods bought in a year by the Negro population of 
Washington, — profits amounting to thousands and thous- 
ands of dollars, for the ratio of expenditure to income is 
exceptionally large, — what per cent, goes to Negro mer- 
chants? Shall I say five per cent., one percent., or one thous- 
andth of one percent..-^ Mathematical precision is, of course, 
not possible but you and I know that practically none of 
these profits go to Negro merchants. And you and I could 
name a dozen white merchants who have been enriched by 
those profits. And in consideration of this fact how many 
Negro clerks have the white merchants placed in their stores.-* 
how many Negro floor walkers.-* how many Negro buyers.-* 
And, my friends, how many thousands of years must elapse 
before the Washington Negro will add to his culture 
enough co-operative endeavor and competitive power to 
change all this.-* I myself have never yet been convinced 
that the Anglo-Saxon and the Jew realh^ need the black 
man's charity. Though I cannot point out, then, to the 
members of this graduating class openings in established 
business houses, I can point out that their success in busi- 
ness will provide opportunities for some later class, and 
will help to make the spending of Negroes enrich Negroes. 
Let me suggest two other ways in which the Negro busi- 
ness men may be of great service to the many. In the first 
place, the rents charged Negroes in cities, for example, 
Washington, are considerably higher for the same accomo- 
dations than the rents charged white people. By offer- 
ing good houses at reasonable rents to the Negro working 



SERVICE BY THE EDUCATED NEGRO. i^ 

class, the Nesrro business man will find a paying: investment 
and a means of much service. In the second place, hotels, 
restaurants, and theatres even in the capital of the nation 
are open to black m.en andwom.en only on deeradiuj? terms, 
or not open at all. The closins- of such accommodations is 
really the opening: for black business men of the doors of 
opportunity^ 

In discussine ways of direct service I have then men- 
tioned teaching and preaching as types of the work in which 
the decisive factor is personal influence. Medicine and busi- 
ness I have mentioned as types of the work in which the 
decisive factor is directins: intelligence. 

And now I wish to discuss two wavs in which educated 
Neeroes mav be of indirect service, ^ — first, by offering- their 
fellows copies for imitation, and. second, bv establishing: 
the disrnity of the race. In t88t, hardly a white man or a 
black man in the country dream.ed that in twenty-two 3'ears 
a Neero would have achieved the buildins: of a beautiful 
city in a Southern wilderness, would have org-anized effi- 
ciently the business of that industrial community of some 
1700 people, would have won the abiding- confidence of 
white men and black men North and South, would have 
brought the white North and the white South into intelli- 
gent co-operation in the uplifting: of black men, would have 
worked out a solution for the central problem in American 
education, would have been acknowledg:ed master of arts 
by the oldest university in the land, would have written one 
of the impressive books of the centur3% would have been 
asked by the British Government for help in the reconstruc- 
tion of South Africa, would have been called b}^ the sanest 
gi British critics of affairs the most notable figure in the 



i6 SERVICE BY THE EDUCATED NEGRO. 

American Republic! And yet, this miracle you and I 
see to-day with our own eyes. The example of this man is 
being imitated in a hundred educational and industrial com- 
munities in the Southern States. And all men feel more 
respect for the Negro race because out of its loins has come 
Booker T. Washington. 

A constructive statesman like Washington, educators 
like Lewis Moore and Lucy Moten and your own Anna 
Cooper, theologians like Bowen and Grimke, scholars like 
Blyden and Scarborough and DuBois and Kelly Miller, in- 
ventors hke Woods and McCoy, a novelist like Chesnutt, a 
poet like Dunbar, a musician like Coleridge-Taylor, a 
painter like Tanner — yes, and, of those who are gone, 
Banneker who searched the heavens; Toussaint, soldier and 
statesman; Aldridge, the tragedian with his first medal in 
arts and sciences from the King of Prussia; Pushkin, the 
the poet of the Russias; Dumas, father and son; the saint- 
ly Crummel; and Douglass the argument for freedom, — I 
say, the indirect service of such people is incalculable. 

Now, for you and me no such careers are probable and 
yet every educated Negro who is worth his salt, is in simi- 
lar fashion a copy for imitation and serves to secure respect 
for his race. The Negro contractor and builder; the Negro 
who owns a well managed truck farm; the Negro school 
teacher, who has saved money enough to buy municipal 
bonds or shares in a railway, — that person becomes in a 
money getting time a definite and concrete argument to 
white men and to black men that black men can be more 
than hewers of wood and drawers of water, than cooks and 
coachmen. Fundamentally, you and I by our thoughtful- 
ness, our practical interest in the happiness of others, our 



M B 10 3. 



SERVICE BY THE EDUCATED NEGRO. 17 

elevation above petty prejudice, our simplicity, our decis- 
ive prudence, our enduring energy, our devotion, may indi- 
rectly count for good in a thousand ways in the life and 
work of our communities. 

And, now, my friends, you enter the circle of educated 
men and women. Your personal influence will be felt in 
school room and in pulpit. Your directing intelligence will 
count in law, and medicine, and business; as able and de- 
voted men and women, you by your examples will steady 
the nerves of a staggering people and make the word Ne- 
gro more than a reproach. Delicate indecision, hesitant 
virtue, carping discontent, bric-a-brac culture — these ill be- 
come stalwart men and robust women. By all the honor- 
able traditions of the noble family into which you are now 
adopted, you are pledged not to pick your way daintily in 
the soft places of the earth; you are pledged to make your 
lives real, useful, constructive. Remember — noblesse 
oblige! 



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